Strengthening theimplementation of the Abidjan Principles (original) (raw)
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The Sustainable Development Goals (SDGs) are ambitious, and this ambition needs to be reflected in financing options created in order to achieve these goals by 2030. As with the rest of the SDG agenda, SDG 4 sets the bar high with its commitment to “provide equitable and inclusive quality education and life-long learning opportunities for all,” including “free, equitable and quality primary and secondary education.” Similarly, the Incheon Declaration, the outcome of the 2015 World Education Forum, calls for “the provision of 12 years of free, publicly funded, equitable quality primary and secondary education, of which at least nine years are compulsory, leading to relevant learning outcomes.” These global development aspirations, however, come at a time of pressing emergencies and vulnerable financial markets. At the Third International Conference on Financing for Development (FfD), which took place in Addis Ababa, July 2015, UN Secretary-General Ban Ki-moon argued enthusiastically that “this conference is the starting point in a new era of cooperation and global partnership.” With regard to financing for education, it remains to be seen to what extent Addis can be considered a new starting point. This brief aims to shed some light on financing for education, the current gaps, and the opportunities created at the most recent global conferences. The education diplomacy perspective can help make sense of various negotiation streams and outcome documents and provide opportunities for follow-up and implementation on the one hand and further expansion and refinement of financing options for education in the 2030 development agenda on the other hand.
World Bank, the IMF, and Human Rights, The
Transnat'l L. & Contemp. Probs., 1996
Annex 2, Agenda item 91 (1960) [hereinafter U.N.-IDA Relationship Agreement]. 7. See infra Part II.C-D. for a more detailed discussion of the types of activities funded by the World Bank. 8. WORLD BANK, THE WORLD BANK OPERATIONAL MANUAL, Operational Directive 4.20: Indigenous Peoples (Sept. 1991) (discussing World Bank policy on indigenous people) [hereinafter OPERATIONAL MANUAL]. 9. OPERATIONAL MANUAL, supra note 8, Operational Directive 4.30: Involuntary Resettlement (June 1990) (stating that World Bank policy on involuntary resettlement is designed to ensure that those forced to relocate as a result of a Bank-funded project should still share the benefits of the project). But see WORLD BANK, RESETTLEMENT AND DEVELOPMENT: THE BANKWIDE REVIEW OF PROJECTS INVOLVING INVOLUNTARY RESETTLEMENT 1986-1993 (1994) (revealing Bank problems in implementing this policy). 10. Not all Member States are eligible to borrow from the World Bank. Those States that have a per capita income of less than US$5,295 (in 1995 dollars) can borrow from the IBRD and less than US$1,465 (in 1995 dollars) can borrow from IDA. In practice, however, only countries with annual per capita incomes of less than US$905 receive IDA credits. In this Article, Member States that are eligible for IBRD or IDA loans shall be referred to as "Borrower States" or "Member States." The focus of this section of the Article is on the operation of the IBRD and IDA in these States.
2001
This document was written for Oxfam America. Portions of it may be found in other publications by Nancy C. Alexander, including: "Accountability to Whom: The World Bank and Its Strategic Allies," published in Derde Wereld in May 1998; various issues of "News & Notices for World Bank Watchers";"NGOs in the International Monetary and Financial System," (with Charles Abugre) in International Monetary and Financial Issues for the 1990s, published by UNCTAD; and "Financing for Development," published by Friedrich Ebert Stiftung.
The History and Problems in the Making of Education Policy at the World Bank, 1960–2000
International Perspectives on Education and Society, 2000
The reports seem contradictory. With about three billion dollars per year in new loan commitments, the World Bank has become the single largest source of development capital in the field of international education. These resources help expand educational opportunities for young women in South Asia and rebuild primary schools following civil conflict in Sub-Saharan Africa. They support textbooks, school meals, new curriculum, and teacher training in thousands, perhaps hundreds of thousands, of locations in over 100 countries in six regions.
Review of "The World Bank and Education"
akes every effort t o ensure t he accuracy of all t he inform at ion ( t he " Cont ent " ) cont ained in t he publicat ions on our plat form . However, Taylor & Francis, our agent s, and our licensors m ake no represent at ions or warrant ies what soever as t o t he accuracy, com plet eness, or suit abilit y for any purpose of t he Cont ent . Any opinions and views expressed in t his publicat ion are t he opinions and views of t he aut hors, and are not t he views of or endorsed by Taylor & Francis. The accuracy of t he Cont ent should not be relied upon and should be independent ly verified wit h prim ary sources of inform at ion. Taylor and Francis shall not be liable for any losses, act ions, claim s, proceedings, dem ands, cost s, expenses, dam ages, and ot her liabilit ies what soever or howsoever caused arising direct ly or indirect ly in connect ion wit h, in relat ion t o or arising out of t he use of t he Cont ent .
The World Bank and education: critiques and alternatives
Compare: A Journal of Comparative and International Education, 2014
akes every effort t o ensure t he accuracy of all t he inform at ion ( t he " Cont ent " ) cont ained in t he publicat ions on our plat form . However, Taylor & Francis, our agent s, and our licensors m ake no represent at ions or warrant ies what soever as t o t he accuracy, com plet eness, or suit abilit y for any purpose of t he Cont ent . Any opinions and views expressed in t his publicat ion are t he opinions and views of t he aut hors, and are not t he views of or endorsed by Taylor & Francis. The accuracy of t he Cont ent should not be relied upon and should be independent ly verified wit h prim ary sources of inform at ion. Taylor and Francis shall not be liable for any losses, act ions, claim s, proceedings, dem ands, cost s, expenses, dam ages, and ot her liabilit ies what soever or howsoever caused arising direct ly or indirect ly in connect ion wit h, in relat ion t o or arising out of t he use of t he Cont ent .
Education Systems and Multilateral Development Banks: International Practices and Perspectives
2017
This article examines the role of multilateral development banks (MDBs) in financing education development at the national level. It evaluates the share of national expenditures spent on education, analyzes loan structures by stage of education, and highlights key measures and instruments. In the context of the global economic slowdown, expected to continue for the long term, the most important objective is to identify new drivers of economic growth as traditional sources are exhausted. One of the main sources of economic growth is human capital, especially with regard to the gradual transition from an industrial economy to a service and knowledge economy. Human capital accumulation is particularly important in developing countries. Most developing countries face insuperable obstacles in building human capital accumulation particularly with regard to education development. The potential contribution of MDBs to human capital accumulation has been underestimated and there is a lack of empirical research on this issue. An evaluation of current experience will help identify opportunities for MDBs to increase their role in education performance, which in turn could have a positive impact on economic growth in developing countries. This article addresses this issue by studying MDBs' financing of education projects in emerging economies. The authors collected a database that includes information on the volume and structure of financing with a breakdown by education stage. It was based on more than 500 projects funded by key MDBs. Sources included loan and grant agreements, project interim reports and project completion reports. The authors calculated an average annual ratio of MDB education financing to public expenditure for each country in the final selection. Results showed that the ratio of average annual MDBs allocations to average government expenditures on education is relatively low-between 1.5% and 4.0% for most countries. The largest share can be seen in relatively small countries, where government expenditures stay at low levels. Large developing countries such as Brazil, India, Indonesia and Mexico are leading in terms of absolute volumes of financing from MDBs. The authors also show that most projects during period researched aimed at reducing inequality,